留言板

尊敬的读者、作者、审稿人, 关于本刊的投稿、审稿、编辑和出版的任何问题, 您可以本页添加留言。我们将尽快给您答复。谢谢您的支持!

姓名
邮箱
手机号码
标题
留言内容
验证码
Petar Jandrić, Jeremy Knox, Tina Besley, Thomas Ryberg, Juha Suoranta, Sarah Hayes. 后数字科学与教育[J]. 现代教育论丛.
引用本文: Petar Jandrić, Jeremy Knox, Tina Besley, Thomas Ryberg, Juha Suoranta, Sarah Hayes. 后数字科学与教育[J]. 现代教育论丛.
Petar Jandrić, Jeremy Knox, Tina Besley, Thomas Ryberg, Juha Suoranta, Sarah Hayes. Postdigital Science and Education[J]. Journal of Modern Education.
Citation: Petar Jandrić, Jeremy Knox, Tina Besley, Thomas Ryberg, Juha Suoranta, Sarah Hayes. Postdigital Science and Education[J]. Journal of Modern Education.

后数字科学与教育

详细信息
    作者简介:

    Petar Jandrić 佩塔尔·扬得里克,Zagreb University of Applied Sciences, Croatia 克罗地亚萨格勒布应用科学大学 petar.jandric@tvz.hr; Jeremy Knox 杰里米·诺克斯,University of Edinburgh, UK 英国爱丁堡大学 jeremy.knox@ed.ac.uk; Tina Besley 蒂娜·贝斯利,Waikato University, New Zealand新西兰怀卡特大学t.besley@waikato.ac.nz;Thomas Ryberg 托马斯·赖伯格,Aalborg University, Denmark 丹麦奥尔堡大学ryberg@hum.aau.dk; Juha Suoranta 尤哈·索兰塔,University of Tampere, Finland 芬兰坦佩雷大学juha.suoranta@gmail.com;Sarah Hayes 莎拉·海斯,Aston University, UK 英国阿斯顿大学s.hayes@aston.ac.uk

Postdigital Science and Education

  • [1] Bishop, R., Gansing, K., Parikka, J., & Wilk, E. (Eds.). Across & beyond:A transmediale reader on post-digital practices, concepts, and institutions[M]. Berlin:Sternberg Press,2017.
    [2] Monoskop. Post-digital aesthetics[EB/OL].[2018] https://monoskop.org/Post-digital_aesthetics
    [3] Cascone, K. The aesthetics of failure:‘post-digital’ tendencies in contemporary computer music[J]. Computer Music Journal, 2000, 24(4):12-18.
    [4] Spiller, N. Plectic architecture:Towards a theory of the post-digital in architectur[J]. Technoetic Arts:A Journal of Speculative Research, 2009,7(2):95-104.
    [5] Hall, G. Towards a post-digital humanities:Cultural analytics and the computational turn to data-driven scholarship[J]. American Literature, 2013,85(4):781-809.
    [6] Tabbi, J. Post-digital humanities[M]. London:Bloomsbury, 2020.
    [7] Taffel, S. Perspectives on the postdigital:Beyond rhetorics of progress and novelty[J]. Convergence:The International Journal of Research into New Media Technologies,2016:22(3):324-338.
    [8] Berry, D. M., & Dieter, M. (Eds.). Postdigital aesthetics:Art, computation and design[M]. New York, NY:Palgrave Macmillan, 2015.
    [9] Bayne, S., & Jandrić, P. From anthropocentric humanism to critical posthumanism in digital education[J]. Knowledge Cultures, 2017, 5(2):197-216.
    [10] Jandrić, P. Learning in the age of digital reason[M]. Rotterdam:Sense,2017:201.
    [11] Coventry University. The centre for postdigital cultures (CPC)[EB/OL].[2018-2-8] http://www.coventry.ac.uk/research/areas-of-research/postdigital-cultures/
    [12] Negroponte, N. Beyond digital[EB/OL]. (1998-1-12). Retrieved from http://www.wired.com/wired/archive/6.12/negroponte.html
    [13] Cramer, F. Post-digital aesthetics. Lemagazine[EB/OL].(2013-5-1)[2018-2-8] http://lemagazine.jeudepaume.org/2013/05/florian-cramer-post-digital-aesthetics/
    [14] Cramer, F. What is ‘post-digital’? In D. M. Berry & M. Dieter (Eds.), Postdigital aesthetics:Art, computation and design[M]. New York, NY:Palgrave Macmillan, 2015:12-26.
    [15] Andersen, C. U., Cox, G., & Papadopoulos, G. Postdigital research-editorial[J]. A Peer-Reviewed Journal About, 2014:3(1).
    [16] Pepperell, R., & Punt, M. The postdigital membrane:Imagination, technology and desire[M]. Bristol:Intellect, 2000:2.
    [17] Haraway, D. Simians, cyborgs, and women:The reinvention of nature[M]. New York, NY:Routledge, 1991.
    [18] Pötzsch, H., & Hayles, K. Posthumanism, technogenesis, and digital technologies:A conversation with N. Katherine Hayles[J]. The Fibreculture Journal, 2014,23:95-107.
    [19] Gibson, W. Neuromancer[M]. New York, NY:Ace Books, 1984.
    [20] Knox, J. Posthumanism and the MOOC:Contaminating the subject of global education[M]. Abingdon:Routledge, 2016.
    [21] Jones, C., Ryberg, T., & de Laat, M. Networked learning. In M. Peters (Ed.), Encyclopedia of educational philosophy and theory[M]. Singapore:Springer, 2015.
    [22] Besley, T. Digitized youth:Constructing identities in the creative knowledge economy. In D. Araya & M. A. Peters (Eds.), Education and the creative economy[M]. New York, NY:Peter Lang, 2010:485-510.
    [23] Davidsen,J.,&Ryberg,T. ‘Thisisthesizeofonemeter’:Children'sbodily-material collaboration[M].InternationalJournal of Computer-Supported Collaborative Learning, 2017,12(1):65-90.
    [24] Hayes, S. Introducing the concept of ‘a corresponding curriculum’ to transform academic identity and practice. In A. Horsted, J. Branch, & C. Nygaard (Eds.), Learning centred curriculum design in higher education[M]. Faringdon (UK):Libri, 2017:241-274.
    [25] Besley, T., & Peters, M. A. (Eds.). Re-imaging the creative university in the 21st century[M]. Rotterdam:Sense, 2013.
    [26] Hayes, S. Counting on use of technology to enhance learning. In P. Jandrić & D. Boras (Eds.), Critical learning in digital networks[M]. New York, NY:Springer, 2015:15-36.
    [27] Dyson, F. Our biotech future. The New York Review of Books[R/OL]. (2007-7-19)[2018-2-8] http://www.nybooks.com/articles/2007/07/19/our-biotech-future/#fnr-*
    [28] Venter, C. On the verge of creating synthetic life[EB/OL].(2008)[2018-2-8] https://www.ted.com/talks/craig_venter_is_on_the_verge_of_creating_synthetic_life
    [29] Peters, M. A. Bio-informational capitalism[J]. Thesis Eleven, 2012,110(1):98-111.
    [30] Pierce, C. Education in the age of biocapitalism:Optimizing educational life for a flat world[M]. New York, NY:Palgrave Macmillan, 2013.
    [31] Savin-Baden, M., Burden, D., & Taylor, H. The ethics and impact of digital immortality[J]. Knowledge Cultures, 2017, 5(2):178-196.
    [32] McLaren, P., & Jandrić, P. Critical revolutionary pedagogy is made by walking:In a world where many worlds coexist[J]. Policy Futures in Education, 2014,12(6):805-831.
    [33] Fukuyama, F. The end of history and the last man[M]. New York, NY:Free Press, 1992.
    [34] Cox, G. Prehistories of the post-digital:Or, some old problems with post-anything. A Peer-Reviewed Journal About, 2014, 3(1).
    [35] Peters, M. A. The last book of postmodernism:Apocalyptic thinking, philosophy and education in the 21st century[M]. New York, NY:Peter Lang,2011.
    [36] Badmington, N. Posthumanism[M]. Basingstoke:Palgrave, 2000.
    [37] Peters, M. A., Rider, S., Hyvönen, M., & Besley, T. (Eds.). Post-truth, fake news:Viral modernity & higher education[M]. Singapore:Springer, 2018.
    [38] Morozov, E. To save everything click here:Technology, solutionism and the urge to fix problems that don't exist[M]. London:Penguin, 2013.
    [39] O'Neil, C. Weapons of math destruction[M]. Bristol:Alan Lane, 2016.
    [40] Peters, M.A., Jandrić, P., Irwin, R., Locke, K., Devine, N., Heraud, R.,... Roberts, P. Towards a philosophy of academic publishing[J]. Educational Philosophy and Theory, 2016,48(14):1401-1425.
    [41] Hayes, S., & Bartholomew, P. Where's the humanity? Challenging the policy discourse of technology enhanced learning. In J. Branch, P. Bartholomew, & C. Nygaard (Eds.), Technology enhanced learning in higher education[M]. London:Libri, 2015:113-133.
    [42] Peters, M. A., Besley, T., & Araya, D. (Eds.). The new paradigm of development:Education, knowledge economy and digital futures[M]. New York, NY:Peter Lang, 2013.
    [43] Peters, M. A., & Jandrić, P. The digital university:A dialogue and manifesto[M]. New York, NY:Peter Lang,2018.
    [44] Suoranta, J., & Vadén, T. Wikiworld[M]. London:Pluto Press,2010.
    [45] Jandrić, P., Knox, J., Sinclair, C., & Macleod, H. Learning in the age of algorithmic cultures[J]. E-Learning and Digital Media, 2017,14(3):101-104.
    [46] Knox, J. Critical education and digital cultures. In M. Peters (Ed.), Encyclopedia of educational philosophy and theory[M]. Singapore:Springer, 2015.
    [47] Knox, J. Beyond the ‘c’ and the ‘x’:Learning with algorithms in the MOOC[J/OL]. International Review of Education,2018. https://link.springer.com/content/pdf/10.1007%2Fs11159-018-9707-0.pdf.
    [48] Ryberg, T., Sinclair, C., Bayne, S., & de Laat, M. (Eds.). Research, boundaries, and policy in networked learning[M]. Singapore:Springer, 2016.
    [49] Ryberg, T., & Sinclair, C. The relationships between policy, boundaries and research in networked learning. In T. Ryberg, C. Sinclair, S. Bayne, & M. de Laat (Eds.), Research, boundaries, and policy in networked learning[M]. Cham:Springer, 2016:1-20. doi: 10.1007/978-3-319-31130-2_1.
    [50] Carvalho, L., Goodyear, P., & de Laat, M. Place-based spaces for networked learning[M]. Routledge, 2016. doi: 10.4324/9781315724485
    [51] Ryberg, T., Davidsen, J., & Hodgson, V. Understanding nomadic collaborative learning groups[J]. British Journal of Educational Technology, 2018,49(2):235-247. doi: 10.1111/bjet.12584.
    [52] Bayne, S. What's the matter with ‘technology enhanced learning’?[J]. Learning, Media and Technology, 2014,40(1):5-20.
    [53] Means, A. Education for a post-work future:Automation, precarity, and stagnation[J].Knowledge Cultures, 2017,5(1):21-40.
    [54] Means, A. Learning to save the future:Rethinking education and work in the era of digital capitalism[M]. New York, NY:Routledge, 2018.
    [55] Peters, M. A., Jandrić, P., & Hayes, S. The curious promise of educationalising technological unemployment:What can places of learning really do about the future of work?[J].Educational Philosophy and Theory, 2018, OnlineFirst.
    [56] Suoranta, J., & Vadén, T. Wikilearning as radical equality. In P. P. Trifonas (Ed.), Learning the virtual life:Public pedagogy in a digital world[M]. New York, NY:Routledge, 2012:98-113.
    [57] Vadén, T., & Suoranta, J. A definition and criticism of cybercommunism[J]. Capital & Class, 2009,33(1):159-177.
    [58] Jandrić, P., & Boras, D. (Eds.). Critical learning in digital networks[M]. New York, NY:Springer, 2015.
    [59] Peters, M. A., & Besley, T. (Eds.). Paulo Freire:The global legacy[M]. New York, NY:Peter Lang, 2015.
    [60] Vadén, T., & Suoranta, J.Social to socialist media:The critical potential of the wikiworld[M]//P. McLaren & J. Kincheloe (Eds.). Critical pedagogy:Where are we now?. New York, NY:Peter Lang, 2007:143-162.
  • 加载中
计量
  • 文章访问数:  1914
  • HTML全文浏览量:  164
  • PDF下载量:  277
  • 被引次数: 0
出版历程
  • 网络出版日期:  2022-01-01

目录

    /

    返回文章
    返回